Impact of History on Worldview

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Sue, D. W., & Sue, D. (2016). You are expected to include at least one scholarly and peer-reviewed resource outside of those provided in the readings for each discussion post. I need this completed by 03/27/18 at 5pm. I am a MCFC student who is African American.

Impact of History on Worldview

Deepening your knowledge of racial and/or ethnic groups and culture in general requires an understanding of the influences that have led to a particular group’s worldview. Furthermore, how does this worldview influence the attitudes, behaviors, and values of members of that group? History plays a significant role in shaping the worldview of all cultural groups. Ultimately, as a counselor, understanding these influences assists in developing your cultural competence.

For this Discussion, review this week’s Learning Resources and reflect on the history of each group and how this history has impacted the worldviews of each group’s members. Then, select one of these ethnic groups to focus on for this Discussion.

With these thoughts in mind and using a specific example from one of the ethnic groups from this week’s readings:

Post by Day 3 a summary of one aspect of the history (such as an event or a shared group experience) of the ethnic or racial group you selected. Explain the impact of this historical aspect on the worldview of the group’s members. Then, explain how their worldview and current perceptions may influence the attitudes, beliefs, values, and behaviors of group members. How might individuals and families negotiating biracial (i.e., identifying with two or more racial/ethnic groups) or transracial (i.e., transracial adoptee or adoptive family, etc.)  identity be impacted by the historical worldview of these intersecting identities?

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

Readings

· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

o Chapter 16, “Counseling Asian Americans and Pacific Islanders” (pp. 501-523)

o Chapter 17, “Counseling Latinas/os” (pp. 525-547)

o Chapter 18, “Counseling Multiracial Individuals” (pp. 549-569)

o Chapter 21, “Counseling Jewish Americans” (pp. 615-632)

· Document: Mini–Case Studies (Word document)
These case studies are provided to support your completion of this week’s Assignment.

Media

· Laureate Education, Inc. (Executive Producer). (2012c). Inter-ethnic relations: Counseling interventions across demographic boundaries. Baltimore, MD: Author.
Note: The approximate length of this media piece is 10 minutes.
In this video, Drs. Derald Wing Sue, Teresa LaFromboise, Marie Miville, and Thomas Parham discuss counseling groups of people who come from different ethnic backgrounds.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

· Microtraining Associates (Executive Producer). (2011). Counseling Filipino Americans: Part 1 [Video file]. Retrieved from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/search/seriesid/154/sortby/title (approximate length: 31 minutes)

· Microtraining Associates (Executive Producer). (2011). Counseling Filipino Americans: Part 2 [Video file]. Retrieved from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/search/seriesid/154/sortby/title (approximate length: 35 minutes)

· Microtraining Associates (Executive Producer). (1994). Specifics of practice for counseling with Latinos [Video file]. Retrieved from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/view/1778732 (approximate length: 71 minutes)

· Microtraining Associates (Executive Producer). (n.d.). Counseling the multiracial population: Couples, individuals, families [Video file]. Retrieved December 24, 2012, from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/view/1778780 (approximate length: 75 minutes)

COUN 6723 Week 5 Application Rubric

Criteria Exemplary

 

 Proficient

 

 Progressing

 

 Emerging

 

 Score
Meets Assignment Objectives

· Select one mini–case study from the Learning Resources for this Assignment that represents a cultural group different from your own.

· Imagine you are the counselor for the individual in the case study you selected and describe how you are culturally different from that person.

· Explain how you might demonstrate cultural competence, providing examples to support your response.

· Based on your current level of self-awareness, knowledge, and skill related to cultural competence, provide one or more strategies you could use to improve your cultural competence with this client.

 

 Responsive to and exceeds the requirements

 

4 points

 

 

 

 

 

 

 

 

 

 Responsive to and meets the requirements

 

3-3.5 points

 Somewhat responsive to the requirements

 

2-2.5 points

 Unresponsive to the requirements

 

 

0-1.5 points

 /4
Application of Knowledge

 

Demonstrates an ability to think about, use, and integrate course material.

 

 In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, examples and conclusions)

 

4 points

 Basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented

 

 

 

 

3-3.5 points

 Minimal understanding and little application of concepts and issues presented in the course or, while generally accurate, displays some omissions and/or errors

 

 

 

 

2-2.5 points

 Lack of understanding and little or no application of the concepts and issues presented in the course; and/or the application is inaccurate and contains many omissions and/or errors

 

 

0-1.5 points

 /4
Writing

Demonstrates graduate-level writing.

 

 Application meets graduate-level writing expectations uses language that is clear and concise, has a few or no errors in grammar or syntax, is well organized and clear, and adheres to APA style with few or no mistakes

 

 

 

4 points

 Application meets most graduate-level writing expectations uses language that is clear, has a few errors in grammar or syntax, is well organized and clear, and adheres to APA style with few mistakes

 

 

 

3-3.5 points

 Application partially meets graduate-level writing expectation uses unclear and inappropriate language, has significant grammar or syntax errors, lacks organization, OR demonstrates significant issues with APA style.

 

2-2.5 points

 Application does not meet graduate-level writing expectations uses unclear and inappropriate language, has significant grammar or syntax errors, lacks organization, AND demonstrates significant issues with APA style.

 

 

0-1.5 points

 /4
   

12 points

100%

  

9-10.5 points

75-87.5%

  

6-7.5 points

50-62.5%

  

0-4.5 points

0-37.5%

 Total Score

 

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· Describe the social worker’s role in empowering members of the group.

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Discussion1: Group Dynamic

Support groups offer a place where individuals who are dealing with difficult situations or conditions can find support and comfort. Many hospitals and agencies offer support groups for individuals living with a serious illness such as breast cancer. Someone living with a diagnosis of breast cancer might feel isolated, and a support group allows members to share similar experiences and feel that they are not alone. It is the role of the social worker to oversee the group dynamic and ensure that all members feel comfortable and safe sharing a very intimate part of their lives.

For this Discussion, review the “Breast Cancer Support Group” case study.

· Post your description of the group dynamic (communication, cohesion, social integration, influence) of this support group. 

· Explain the interaction patterns and the level of group cohesion.

· Describe the social worker’s role in empowering members of the group.

· Explain the importance of empowerment in group work and strategies of empowerment that you might implement with this group.

References (use 3 or more)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Working With Groups: Breast Cancer Support Group” (pp. 35–36)

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Chapter 3, “Understanding Group Dynamics” (pp. 67–97)

Drumm, K. (2006). The essential power of group work. Social Work With Groups, 29(2–3), 17–31.

Van Uden-Kraan, C. F., Drossaert, C. H., Taal, E., Shaw, B. R., Seydel, E. R., & van de Laar, M. A. (2008). Empowering processes and outcomes of participation in online support groups for patients with breast cancer, arthritis, or fibromyalgia. Qualitative Health Research, 18(3), 405–417.

Working With Groups: Breast Cancer Support Group

I am a social worker employed in the oncology department of a hospital. The department offers a weekly support group for breast cancer survivors, which I facilitate. The department team decided the group would not be structured but would be revolving and open-ended. The support group meets every Wednesday morning from 10:00–11:00 a.m. in the conference room in the oncology building. I assisted the department in developing fliers, which were placed at the reception desk in the radiation department where they are given to patients as they sign in for their radiation treatment.

I currently have six women in the support group of varying ages and cultural backgrounds. Group attendance fluctuates due to the open-ended revolving status, and I can have as many as 10 women in a group at any given time. I facilitate this group in an informal manner, letting the conversation and topics flow as the patients direct. I encourage all the women to share, but there are a few who dominate the group and group topics, making it difficult for those who are not as outgoing to speak up and discuss what is on their minds. I have also noticed that the support group can deteriorate when the conversation focuses on forms of treatment and when the participants begin to compare treatments. This often causes some participants to panic and voice concerns that they may not be receiving proper or adequate treatment. At these times the group can become slightly chaotic with cross talking and the more dominant women offering suggestions. I have addressed this issue by reminding the group members that they have different stages and forms of breast cancer, and therefore treatment plans will vary.

While it was determined at its conception that this would primarily be a support group, I felt it might be more beneficial to the participants to have a more structured and topic-focused group. I met with my supervisor to discuss my concerns and the possibility of making some changes in the organization of the group. My supervisor listened to my concerns and suggested I go around the room giving each member of the support group an opportunity to discuss what is on their mind but was not inclined to make any other changes in the group structure.

After several similar group meetings, I met with my supervisor again to discuss the most recent sessions and the issues the patients presented to me. As a social worker, I felt it was important not just to listen closely to the needs they expressed, but also to provide the forum and support to meet those needs. I felt this included psychoeducation and structured topics for each week. My supervisor recognized my concerns and desire to make this a more meaningful and supportive experience for the patients but was unsure if administration would agree to make any changes to the current group structure. I asked if I could present the changes I would like to make and the rationalization for these changes at the next department meeting and was told I could.

I realized I could not address every concern that was presented to me by the patients, but I wanted to incorporate as many as possible. I developed a 6-week series that included discussion and information on developing family support by asking spouses and significant others to attend at least one session; nutrition information and meal planning with the assistance of our hospital dietitian; exercise plans developed with the physical therapy department; and information on complementary forms of treatment such as yoga and tai chi. I sought out venues such as local libraries and town centers where these classes were available for free or at minimal cost, and I suggested I could also lead a guided imagery group and teach relaxation techniques. I said I would also reach out to local shops for information and possibly recruit owners to be guest speakers to discuss how to choose a wig or purchase a prosthesis.

I met with my supervisor prior to the department meeting, and she reviewed and approved my presentation. I presented my plan to the department administration who informed me they will take it under advisement and let me know if I can move forward.

(Plummer 35-36)

Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Concentration Year. Laureate Publishing, 10/21/13. VitalBook file.

Discussion 2:  Week 5 Blog

Referring to your process recording from last week, consider the topics covered in this week’s resources and incorporate them into your blog.

Post a blog post that includes:

· An explanation of how you have addressed intervention or how you might address intervention in your field education experience at a military mental health clinic

References (use 2 or more)

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Chapter 7, “Social Work Practice in the Field: Working with Groups” (pp. 156-185)

Principles Of Industrial And Organizational Psychology

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I need about 150 words for each of the question

                                                                                      # 5

Q A

What types of psychometric assessments (e.g., personality inventories, cognitive assessments, and integrity tests) are best to identify applicants with the strongest job and organizational fit? Why?

Q B

When should interviews be used in a multi-hurdle selection process? Are structured interviews best? Why or why not? Do multiple interviewers add validity to the hiring decision? Explain.

                                                                  RESOURCES

1. Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts?

Read:

Gray, E., & Nathan, G. (2015, June 22). Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts? Time, 185(23), 40-46.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-live&scope=site

2. Employability and Career Success: Bridging the Gap Between Theory and Reality.

Read:

Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial & Organizational Psychology, 6(1), 3-16. doi: 10.1111/iops.12001.

http://www.drtomascp.com/uploads/PIOP_final_employability.pdf

3. The Importance of Ability and Effort in Recruiters’ Hirability Decisions: An Empirical Examination of Attribution Theory

Read:

Carless, S., & Waterworth, R. (2012). The importance of ability and effort in recruiters’ hirability decisions: An empirical examination of attribution theory. Australian Psychologist, 47, 232-237.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=83512570&site=ehost-live&scope=site

4. The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature.

Read:

Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67, 241-293. doi: 10.1111/peps.12052

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-live&scope=site

5. The Validity and Utility of Selection Methods in Personnel Psychology: Practical and Theoretical Implications of 85 Years of Research Findings

Read:

Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1998-10661-006&site=ehost-live&scope=site

                                                                              # 6

Q A

What are the primary reasons to use job descriptions in the creation of performance appraisal processes and rating forms? Support your position

Q B

What are the advantages of supervisor training for employee appraisals? Should employees self-rate prior to the feedback meeting? Why or why not?

                                                                  RESOURCES

1. Increasing Performance Appraisal Effectiveness: Matching Task Types, Appraisal Process, and Rater Training.

Read:

Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process, and rater training. Academy of Management Review, 10, 322-331.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-live&scope=site

2. Overlooking Overkill? Beyond the 1-to-5 Rating Scale.

Read:

Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill? Beyond the 1-to-5 rating scale. Human Resource Planning, 28(3), 7-11.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=18585626&site=ehost-live&scope=site

3. Performance Appraisal: Verisimilitude Trumps Veracity.

Read:

Bowman, J. S. (1999). Performance appraisal: Verisimilitude trumps veracity. Public Personnel Management, 28, 557-576.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=2000028403&site=ehost-live&scope=site

4. The Relative Importance of Task and Contextual Performance Dimensions to Supervisor Judgments of Overall Performance.

Read:

Johnson, J. W. (2001).The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86, 984-996.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12128489&site=ehost-live&scope=site

                                                                                  # 7

Q A

What are two of the most important reasons for using theory-based information to develop employee training and development? What are two of the most relevant theories involved in this process? Explain.

Q B

Why is transfer of training important? Explain. How is this transfer measured? Explain.

                                                                      RESOURCES

Electronic Resource

1. DC Network

Use the 10 Key Strategic Points template found under the Research/Dissertation tab.

http://dc.gcu.edu

e-Library Resource

1. Advances in Leader and Leadership Development: A Review of 25 Years of Research and Theory.

Read:

Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25, 63–82.

https://lopes.idm.oclc.org/login?url=http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.leaqua.2013.11.004

2. Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation.

Read:

Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.Journal of Applied Psychology, 78(2), 311-328.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12351708&site=ehost-live&scope=site

3. SAGE Research Methods

Use Sage Research Methods to research potential resources to develop the theoretical foundations for your paper.

https://lopes.idm.oclc.org/login?url=http://srmo.sagepub.com.lopes.idm.oclc.org/cases

4. The Evaluation of Two Key Leadership Development Program Components: Leadership Skills Assessment and Leadership Mentoring

Read:

Solansky, S. T. (2010). The evaluation of two key leadership development program components: Leadership skills assessment and leadership mentoring. The Leadership Quarterly, 21(4), 675–681.

https://lopes.idm.oclc.org/login?url=http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1048984310000950

5. Transfer of Leadership Skills: The Influence of Motivation to Transfer and Organizational Support in Managerial Training.

Read:

Franke, F., & Felfe, J. (2012). Transfer of leadership skills: The influence of motivation to transfer and organizational support in managerial training. Journal of Personnel Psychology, 11(4), 138–147.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2012-20199-004&site=ehost-live&scope=site

6. Transfer of Training: A Meta-Analytic Review.

Read:

Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36, 1065–1105.

https://lopes.idm.oclc.org/login?url=http://jom.sagepub.com.lopes.idm.oclc.org/content/36/4/1065.full.pdf+html

                                                                                             # 8

Q A

What are the most important requisite skills required of organizational leaders? Why? How do effective and ineffective leadership behaviors affect employees both positively and negatively? Explain.

Q B

Focus on Research:

Reflect on three of the articles you have chosen for the literature review assignment. How will these articles help you proceed from here?

RESOURCES

1. Assessing Your Leadership Style to Achieve Organizational Objectives.

Read:

Rubin, E. N. (2013). Assessing your leadership style to achieve organizational objectives. Global Business & Organizational Excellence, 32(6), 55-66.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=89989512&site=ehost-live&scope=site

2. Personality, Leader Behavior and Overdoing It.

Read:

Kaiser, R. B., & Hogan, J. (2011). Personality, leader behavior and overdoing it. Consulting Psychology Journal: Practice and Research, 63, 219–242. doi: 10.1037/a0026795

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2011-30211-002&site=ehost-live&scope=site

3. Using 360° Feedback to Predict Performance

Read:

Maylett, T. M., & Riboldi, J. (2007, September). Using 360° feedback to predict performance. Training + Development, 61(9), 48-52.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=26595960&site=ehost-live&scope=site

4. What We Know About Leadership

Read:

Hogan, R., & Kaiser, R. B. (2005). What we know about leadership. Review of General Psychology, 9(2), 169-180.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2005-06355-007&site=ehost-live&scope=site

Counseling-Based Personality Assessment Scenario

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Prior to beginning work on this discussion, read the Cohen, et al. (2013) and Wu, et al. (2007) articles and review the Evaluating Mental Health Patients  and HumanMetrics Jung Typology Test  websites.

For this discussion, you will be taking on the role of the intake counselor at a mental health facility. In this role, you will facilitate the evaluation of a client based on clinical personality assessments, mental status exam, and observations of the client to make recommendations to the treatment team consisting of the clinical psychologist, counselors, and case manager for the client. Carefully review the PSY615: Week Two Counseling-Based Personality Assessment Scenario .

In your initial post, examine the personality assessment instrument used in the scenario and research a peer-reviewed article in the Ashford University Library on this personality assessment. Using the required articles and websites as well as your researched article to support your statements, describe the standard use of this personality assessment. Based on the scenario, evaluate the reliability, validity, and cultural considerations inherent to the personality assessment used and comment on the relevance of these elements within the scenario. Analyze and describe some of the potential ethical issues which might arise from the use of this personality assessment in the given scenario.  Provide information from your research regarding the use of the personality measure, and assess the value of other possible instruments that could be added to create a more complete assessment of the client in the scenario.

PSY615: Week Two Counseling-Based Personality Assessment Scenario

PSYCHOLOGICAL EVALUATION

(Williamsburg Mental Health Center)

Jane Smith Date of Evaluation: 10/12/2013

Case No.: 12783A

Admission Date: 10/8/2013

PURPOSE FOR EVALUATION:

This is the second admission of a 32-year-old female to the Center. The client has 14 years of formal

education and is employed as an administrative assistant at a local community college. She was admitted

due to signs of major depression with possible psychotic features.

 

The purpose of this clinical evaluation is to assess the client’s current mental well-being and the extent of

her need for clinical intervention.

 

ASSESSMENT PROCEDURES:

The clinical psychiatrist on duty recommended the following assessments:

 

• Minnesota Multiphasic Personality Inventory-2 (MMPI-2)

• Mental Status Examination

• Review of Prior Psychological Assessment

• Review of Prior Medical Records

• Clinical Interview

 

ASSESSMENT RESULTS:

Note: Typically, this section reports test results of all the recommended assessments. Here you are

provided with the abbreviated results from the MMPI-2, the Mental Status Examination, Review of Prior

Medical Records, and Clinical Interview.

 

Adjustment Level

Jane’s elevated scores on Depression (T = 94) and Psychasthenia (T = 92) scales indicate her

dissatisfaction with her life situation and feelings of hopelessness and inadequacy.

Symptoms

Jane appears to suffer from major depression, which is evident in her elevated Harris-Lingoes

subscales on depression (D1, T = 101; D2, T = 89; D3, T = 80; D4, T = 99; and D5, T = 80).

These scores and a high score on the Social Introversion scale (T = 79) indicate chance of suicidal

 

 

PSY615: Week Two Counseling-Based Personality Assessment Scenario

tendencies. She may withdraw from personal relationships and struggle with separation, which

links to her depression.

Perceptions of Environment and People

Jane’s elevated scores on Fears (T = 77) and Anxiety (T = 80) indicates that she does not feel safe

or comfortable in most environments.

Reaction to Stress

Jane’s elevated D1 subscale and low ego strength indicate that she is not able to cope well with

stress, even under normal circumstances. Jane likely reacts to stress by withdrawing and isolating

herself from the stressors.

Self-Concept

Jane’s score on Low Self-Esteem (T = 89) is evidence of low ego strength and a poor self-

concept.

Emotional Control

Jane seems to have a lack of emotional control with her depression. She appears to be struggling

with feelings of hopelessness and despair. Elevations in level of depression should be monitored,

particularly if the elevations extend over a long period of time.

Interpersonal Relationships

In addition to her depression, Jane’s score on Social Introversion (t = 79) indicates she is aloof,

ruminative, and withdrawn. Other indicators include elevated scores on Familial Discord (T =

72) and Family Problems (T = 83), which supports the evidence that she may have turmoil in the

family.

Psychological Resources

Jane has attended college and appears intelligent. She has some satisfaction with work, so she

knows that she is successful on some level. Her high score on Negative Treatment Indicators

(TRT, T = 85) coupled with depression may indicate a negative attitude toward therapy.

Social Dynamics

Jane’s parents are divorced and her home life was likely filled with conflict and dissention. Her

parents were highly critical, which may be the source of her isolated introversion, anxiety, and

depression.

Diagnostic Impressions

Jane’s MMPI profile indicates that she suffers from major depressive disorder and she is at risk

for suicidal tendencies. Jane may also have a bipolar personality and problems with mental

processes, but she does not appear a danger to others at this time.

 

 

 

PSY615: Week Two Counseling-Based Personality Assessment Scenario

BACKGROUND INFORMATION:

The client is a 32-year-old, single white female who was previously admitted one year ago for possible

suicidal ideation and major depression. She has an associate’s degree and is currently working for a local

community college as the administrative assistant for the dean of the business school. She does not have

a record of suicide attempts or long-term hospitalization in a mental health facility. She is a single female

with no family history of mental illness.

 

MENTAL STATUS EXAMINATION:

Observational conclusions of the patient’s attitude were as follows:

 

Open and cooperative, and her mood was euthymic. Her affect was appropriate to verbal content and

showed broad range. Her memory functions seemed grossly intact and she was able to recall events and

factual information. Her thought process was intact, goal oriented, and well organized. The client

indicated no evidence of delusions, paranoia, or suicidal/homicidal ideation. Her level of personal insight

appeared to be good, as evidenced by ability to state her current diagnosis and by ability to identify

specific stressors that precipitated the current exacerbation. Social judgment appeared good, as evidenced

by appropriate interactions with staff and other patients in the center and by cooperative efforts to achieve

treatment goals required for discharge.